Children's Lay Theories About Ingroups and Outgroups: Reconceptualizing Research on Prejudice

By J. Cameron, Jeannette M. Alvarez, D. Ruble, Andrew J. Fuligni. 2001

254 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1c978951c09083c64877b43c893e482cb93246df

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Citations in the corpus

Young children's evaluations of the ingroup and of outgroups: A multi -national study (2004, background): “However, as Cameron et al. (2001) have pointed out, the problem of confounding persists: “Although the MRA provides children with an option to choose both groups… it still confounds the evaluation of the ingroup and the outgroup as children are not given an option to say that none of the groups…”
Promoting children's positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training (2007, methodology): “The findings of Study 1 also extends Cameron et al.’s (2006) study by suggesting that out-group attitudes can be improved following extended contact that emphasizes subgroup identities only without a common in-group.This implies that the superior effect of “dual identity” observed in Cameron et al. ”
Ethnic group identification and group evaluation among minority and majority groups: testing the multiculturalism hypothesis. (2005, background): “In studying in-group bias, one can make a distinction between in-group and out-group aspects (Brewer, 1999; Cameron, Alvarez, Ruble, & Fuligni, 2001).”
Lay Theories About White Racists: What Constitutes Racism (and What Doesn't) (2006, background): “The concept of the lay theory has been defined as an ‘organized knowledge structure that directs behavior, judgments, and evaluations’ ( Cameron, Alvarez, Ruble, & Fuligni, 2001, p. 118 ), suggesting that an examination of lay theories of White racism will provide a more complete picture of the natu”
Cognitive theories of early gender development. (2002, result): “Although the Campbell et al. (2000) study failed to show “tacit” gender identity in children under 18 months old, the various measurement limitations, probably inherent to studies with children of this age, make it difficult to draw a clear conclusion from this study.”